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Brain Based Information Processing
Information
Processing
Andrea Tuerk
Many like to describe the brain like a computer, but in fact it is so much better than a computer.
The brain stores sequences of patterns, when recalling one piece, it is able to recall the entire pattern (Sousa 2017).
PROCESSING
References
Bell, B. (2017). How to supercharge struggling readers with brain-based strategies! California Reader, 50(4), 12–17.
Sousa,D. (2017). How the brain learns (5th ed.). Thousand Oaks, CA: Corwin.
Sensory
Reticular Activating System (RAS)
Also, called the sensory register is the portion of the brain that processes sensory information.
Sensory
The brain uses our senses to take in our enivonment and make judgements about how to respond and process new information.
Not all the senses are used equally to learn information. The main three senses used to learn throughout life are sight, hearing, and touch (including kinestic) (Sousa 2017). 90% of the brain's sensory input is from visual sources (Bell 2017).
Types of Memory
* Short Term Memory
* Long Term Memory
MEMORY
Short Term
Short Term
Short term memory refers to the storage of information for a limited time (Sousa 2017).
Short term memory is divided into two main parts:
* Immediate
* Working
Immediate Memory
The immediate memory is like a brain parking lot, information is stored here and determined if it has importance at the time, if not then it is dropped from the processing system (Sousa 2017).
Example: A website address to look up question.
Immediate
Working Memory
Working memory is the brain consciously processing new information. This is like a work table, a place to build, take apart and rework ideas (Sousa 2017). This demands our attention and requires focus. This is where learning is able to take place.
Working
Long Term Memory
Strong emotional expierences can influence memories that are stored in the long term memory, but most educational situations don't involve strong emotions (Sousa 2017).
In the educational setting, two main questions arise (Sousa 2017).
1. Does it make sense?
2. Does it have meaning?
Long Term
Does it make sense?
An individual will take a piece of new information and try to see if it makes sense with what that individual knows about the world (Sousa 2017).
Sense
Does it have meaning?
Meaning
Newly introduced information needs to have meaning for an individual's brain to store that piece of information in the long term memory (Sousa 2017).
Educators can often find this meaning through making connections to student’s past, interests, and/or goals (Sousa 2017). Connecting the new information to either positive or negative memories will have the same effect (Sousa 2017).
References
Sousa,D. (2017). How the brain learns (5th ed.). Thousand Oaks, CA: Corwin.
References
Capacity and Limitations of Memory
LIMITATIONS
Short Term Memory
Short Term
Memory
The functional capacity that the short term memory can hold changes based on age. Children having smaller amounts and increasing as the individual ages, up to about 7 chunks of information (Ryan 2017).
This is also affected by a persons interest and possible distractions.
One limitation is that the brain can really only focus on one thing at a time.
Long Term Memory
Long term memory is stored in the hippocampus, this process takes time and often occurs during deep sleep (Sousa 2017). Many individuals regularly doesn't get the recommened sleep.
It can be hard to tell if new information was stored in long term memory, retention is key in the first 24 hours to make sure information is stored correcty in the long term memory (Sousa 2017).
Long Term
Memory
References
References
Ryan, D. (2017). Learning to learn: Understanding the brain and learning. Techniques: Connecting Education & Careers, 92(4), 8–9.
Sousa,D. (2017). How the brain learns (5th ed.). Thousand Oaks, CA: Corwin.
Strategies for the Classroom
IN THE CLASSROOM
Birth to PreK
Birth to PreK
Strategies for brain based learning:
* Movement
- Having young children move and grove helps them learn gross and fine motor skills (Pica 2018).
* Brain Breaks
After 10 to 15 minutes of learning new material, the brain needs a break. Ideas can include a nutritous snack, water, dance party, or a GoNoodle.
K-12
K-12
Strategies for brain based learning:
* Exercise
During exercise the brain is able to grow new neurons and synapses which increases cognitive functioning (Ryan 2017).
* Chunking Information
Learning new material in smaller segments which build upon each other (Ryan 2017).
Examples:
* Keeping recess
* Playing catch in the classroom while answering questions
* Learning a few community signs a week, then including more each week.
* Learn the +2 facts, then +3 and so on.
Adult Learners
Adult
Strategies for brain based learning:
* Exercise
Sitting for long periods of time can increase fatigue and decrease concentration (Pica 2018).
* Goal Setting
Have adult learners write their goals vs. just voicing them. Self-reflection and journaling can help process information into an individuals own thoughts (Ryan 2017).
Examples:
* Going for a bike ride as a brain break
* Journaling at the end of a class or lesson.
* Use a high table or standing desk.
* Create a vision board with illistrated goals.
References
References
Pica, R. (2018). Children can wiggle and learn. Teaching Young Children, 12(1), 16-18.
Ryan, D. (2017). Learning to learn: Understanding the brain and learning. Techniques: Connecting Education & Careers, 92(4), 8–9.
Sousa,D. (2017). How the brain learns (5th ed.). Thousand Oaks, CA: Corwin.